Rogers High School 15 Wickham Road, Newport RI (401) 847-6235
"The Mission of Rogers High School,in partnership with parents and community,
is to provide a challenging and appropriate education in a safe environment,
so that all students will develop productive citizenship, life-long learning,
and the ability to adapt successfully in a rapidly changing world."
Introduction:
Rogers High School is a four year public school in Newport, Rhode Island. It is one of eight schools in the Newport district and the the only high school, it holds grades (9-12). Last year former Principal of the year for the state of Rhode Island, Patricia DiCenso stepped down after a 12 year stint at the school, and her vice principal James Nelson is now the principal of the school. The High school offers a a hand full of college prep along with advance placement class for students to take, along with the Newport Area Career & Technical Center that offers carpentry, cosmetology, auto-tech. The center also takes students with the the other towns near the Newport area (Middletown RI, Portsmouth RI, Tiverton RI, Little Compton RI). With only 585 students in the high school the teacher-student ratio is 1:9 which is lower then the state wide teacher-student which is at a 1:11 ratio. Rogers high school is a very diverse school in a community that broken into sections that based on race and social class and income.
Community background:
Although Newport is well known for its wonder scenery and the mansions along with Ocean Drive it is a very diverse community. The population total population for Newport is 24,619 according to the 2011 census with the state of Rhode Island population 1,051,302. the child population for newport is 4,083 to the state of RI which is 223,956, Newport is a hot spot during the summer which draws alot of tourist during this time, There are wealthy parts along with some parts that aren't as wealthy. The median household income is higher the state of Rhode Island which is $54,902 with newports being $69,119. The median family income of $82,468 is higher then the states median family income which is $70,663. Shows that Newport is one of the wealthy parts of the state even with the diversity it has. Families below the poverty is 5.8% compared to the state percent of 8.4% also all people below poverty line is at 10% which is lower then the state wide 12.2%. With a diverse community lets look at the different race/ethnicity: White 82.5% little higher then the . state which is 81,4 % white. Black/African American 6.9 % which is higher then the state which 5,7%, Asian 1.4% to the states 2.9% and Hispanic or Lantino 8.4% to the state 12.4%. As much as i thought the community is diverse which it is were able to see that there are more Whites then anything.
District: Newport, when compared to the rest of Rhode Island, has a lower proficiency in the NECAP (New England Common Assessment Program) testing. This was clear is almost all of the grades and subjects. For 2011-12, Newport came in under the state average by at least 2%. For example, in 11th grade writing, Newport came in at 42% while the average for the state was at 51%. There not one grade or one subject that scored over the state average. When it comes to teachers with emergency certification there is less then 1% certified. In terms of high qualified teachers there is 1% in Newport, compared to the state average of 3%. The teacher to student ratio is 1:8 is lower compared to the state of Rhode Island which is 1:11. Smaller class sizes should result in better learning. Student eligible for subsidized lunch is at 56% which is higher compared to the state which is 44%. This is based on the the income of their parents and they could receive reduced or free lunch. The attendance for all school in the district was 92% compared to the state which was 94%. In 2011 81.1% students in the district graduated which is higher then the state percent of 77.2%. The property value per student is $2,670,612.50 and Per Pupil Expenditure is $18,732.
School Analysis: Rogers High School is the only high school in the Newport School District. Being the only high school in this distrct, there is no other high school to compare their NECAP schools to. However, compared to the entire state of Rhode Island's NECAP scores, Rogers High School's 11th grade math, reading, writing and science scores showed better than the state's in some categories and lower in others . In 11th grade math, Rogers scored 26% proficient compared to the state average proficiency of 30%. In reading, Rogers scored 70% proficient compared to Rhode Island's 76%. Rogers scored 42% in writing compared to the state's 51%. The science scores 12% proficiency which is lower than Rhode Island's 26%. Rogers High School was in some categories close to the state in SAT tests as well. Rogers High School scored a 484 on math, which is higher then the state's 482. On the reading the score is almost doubled the state's 482 in which Rogers scored a 867. Writing they scored 464 compared to the 474 in which the state average is. Because Rogers High School is the only high school in the district, im going to compare it to Barrington high school. Rogers High has 1% of teachers with emergency certification where Barrington High School has 0%. Rogers along with Barrington both have 1% of teachers not highly qualified. The teacher to student ratio is 1:8 compared to Barrington which has a ratio of 1:12. With the state attendance rate at 94% rogers has a 92% rate and Barrington has a 96% rate. With that being said the chronic absenteeism rate is 18% for the state and Rogers is almost double with a 27% rate and Barrington which is lower then both with 5 % rate. Barrignton which is one of the more wealthier public school in the state, where rogers in somewhere in the middle of the high end and low end of public schools in the state. Rogers has a 56% rate of students eligible for subsidized lunch compared to the state wide of 44% rate and Barrignton which is at 6%. 16% of the students state wide are receiving special education services, Rogers as a rate of 18% rate and Barrignton is at 13% rate. Rogers has a very high property value per student which is $2,670,612.50 compared to Barrignton which is $894,098.80.Rogers offers many different after school activities such as sports, band chorus, Best-Buddies, Mock trial, student council. Rogers is well known for its history in sports. Fall time you can pick between football, Soccer (Boys&Girls) vollyball (Girls), Cheerleading, Winter time you can play basketball (Boys&Girls) Indoor track (Boys&Girls) Hockey (Boys) Cheerleading Swimming (Co-ed) Wrestling and Spring baseball, softball, outdoor track (Boys&Girls) Tennis (Boys&Girls) Golf (co-ed) and LaCrosse (Boys) Conclusion:Rogers High school is not the best school in the state but it also isn't one of the worse schools either. A small school in a small location that is very diverse with many different people to meet. Being in the Newport location it is a safe school with a lot of history in the community and the school. Being so small it is a school were your able to get as much help as you need. 81% graduation rate is one thing Rogers can be proud of, being a former student i know that all the teachers push you and are willing to help you in any way possible.
Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
"HOME OF THE VIKINGS"
"The Mission of Rogers High School,in partnership with parents and community,
is to provide a challenging and appropriate education in a safe environment,
so that all students will develop productive citizenship, life-long learning,
and the ability to adapt successfully in a rapidly changing world."
Introduction:
Rogers High School is a four year public school in Newport, Rhode Island. It is one of eight schools in the Newport district and the the only high school, it holds grades (9-12). Last year former Principal of the year for the state of Rhode Island, Patricia DiCenso stepped down after a 12 year stint at the school, and her vice principal James Nelson is now the principal of the school. The High school offers a a hand full of college prep along with advance placement class for students to take, along with the Newport Area Career & Technical Center that offers carpentry, cosmetology, auto-tech. The center also takes students with the the other towns near the Newport area (Middletown RI, Portsmouth RI, Tiverton RI, Little Compton RI). With only 585 students in the high school the teacher-student ratio is 1:9 which is lower then the state wide teacher-student which is at a 1:11 ratio. Rogers high school is a very diverse school in a community that broken into sections that based on race and social class and income.
Community background:
Although Newport is well known for its wonder scenery and the mansions along with Ocean Drive it is a very diverse community. The population total population for Newport is 24,619 according to the 2011 census with the state of Rhode Island population 1,051,302. the child population for newport is 4,083 to the state of RI which is 223,956, Newport is a hot spot during the summer which draws alot of tourist during this time, There are wealthy parts along with some parts that aren't as wealthy. The median household income is higher the state of Rhode Island which is $54,902 with newports being $69,119. The median family income of $82,468 is higher then the states median family income which is $70,663. Shows that Newport is one of the wealthy parts of the state even with the diversity it has. Families below the poverty is 5.8% compared to the state percent of 8.4% also all people below poverty line is at 10% which is lower then the state wide 12.2%. With a diverse community lets look at the different race/ethnicity: White 82.5% little higher then the . state which is 81,4 % white. Black/African American 6.9 % which is higher then the state which 5,7%, Asian 1.4% to the states 2.9% and Hispanic or Lantino 8.4% to the state 12.4%. As much as i thought the community is diverse which it is were able to see that there are more Whites then anything.
District:
Newport, when compared to the rest of Rhode Island, has a lower proficiency in the NECAP (New England Common Assessment Program) testing. This was clear is almost all of the grades and subjects. For 2011-12, Newport came in under the state average by at least 2%. For example, in 11th grade writing, Newport came in at 42% while the average for the state was at 51%. There not one grade or one subject that scored over the state average. When it comes to teachers with emergency certification there is less then 1% certified. In terms of high qualified teachers there is 1% in Newport, compared to the state average of 3%. The teacher to student ratio is 1:8 is lower compared to the state of Rhode Island which is 1:11. Smaller class sizes should result in better learning. Student eligible for subsidized lunch is at 56% which is higher compared to the state which is 44%. This is based on the the income of their parents and they could receive reduced or free lunch. The attendance for all school in the district was 92% compared to the state which was 94%. In 2011 81.1% students in the district graduated which is higher then the state percent of 77.2%. The property value per student is $2,670,612.50 and Per Pupil Expenditure is $18,732.
School Analysis:
Rogers High School is the only high school in the Newport School District. Being the only high school in this distrct, there is no other high school to compare their NECAP schools to. However, compared to the entire state of Rhode Island's NECAP scores, Rogers High School's 11th grade math, reading, writing and science scores showed better than the state's in some categories and lower in others . In 11th grade math, Rogers scored 26% proficient compared to the state average proficiency of 30%. In reading, Rogers scored 70% proficient compared to Rhode Island's 76%. Rogers scored 42% in writing compared to the state's 51%. The science scores 12% proficiency which is lower than Rhode Island's 26%. Rogers High School was in some categories close to the state in SAT tests as well. Rogers High School scored a 484 on math, which is higher then the state's 482. On the reading the score is almost doubled the state's 482 in which Rogers scored a 867. Writing they scored 464 compared to the 474 in which the state average is. Because Rogers High School is the only high school in the district, im going to compare it to Barrington high school. Rogers High has 1% of teachers with emergency certification where Barrington High School has 0%. Rogers along with Barrington both have 1% of teachers not highly qualified. The teacher to student ratio is 1:8 compared to Barrington which has a ratio of 1:12. With the state attendance rate at 94% rogers has a 92% rate and Barrington has a 96% rate. With that being said the chronic absenteeism rate is 18% for the state and Rogers is almost double with a 27% rate and Barrington which is lower then both with 5 % rate. Barrignton which is one of the more wealthier public school in the state, where rogers in somewhere in the middle of the high end and low end of public schools in the state. Rogers has a 56% rate of students eligible for subsidized lunch compared to the state wide of 44% rate and Barrignton which is at 6%. 16% of the students state wide are receiving special education services, Rogers as a rate of 18% rate and Barrignton is at 13% rate. Rogers has a very high property value per student which is $2,670,612.50 compared to Barrignton which is $894,098.80.Rogers offers many different after school activities such as sports, band chorus, Best-Buddies, Mock trial, student council. Rogers is well known for its history in sports. Fall time you can pick between football, Soccer (Boys&Girls) vollyball (Girls), Cheerleading, Winter time you can play basketball (Boys&Girls) Indoor track (Boys&Girls) Hockey (Boys) Cheerleading Swimming (Co-ed) Wrestling and Spring baseball, softball, outdoor track (Boys&Girls) Tennis (Boys&Girls) Golf (co-ed) and LaCrosse (Boys)
Conclusion: Rogers High school is not the best school in the state but it also isn't one of the worse schools either. A small school in a small location that is very diverse with many different people to meet. Being in the Newport location it is a safe school with a lot of history in the community and the school. Being so small it is a school were your able to get as much help as you need. 81% graduation rate is one thing Rogers can be proud of, being a former student i know that all the teachers push you and are willing to help you in any way possible.
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.